Figure 1. How Faculty View Quality of Current Residency Training in Developmental and Behavioral Pediatrics Note: 1 percent of survey respondents answered.

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Presentation transcript:

Figure 1. How Faculty View Quality of Current Residency Training in Developmental and Behavioral Pediatrics Note: 1 percent of survey respondents answered dont know. Source: Commonwealth Fund Survey of Ambulatory Pediatric Association Members, Percent of respondents

Figure 2. How Faculty View Their Own Clinical Competency in Developmental and Behavioral Pediatrics Source: Commonwealth Fund Survey of Ambulatory Pediatric Association Members, Percent of respondents

Figure 3. Likelihood That Faculty Will Participate in Faculty Development, by Program Type Source: Commonwealth Fund Survey of Ambulatory Pediatric Association Members, Percent of respondents

Figure 4. Likelihood That Faculty Will Participate in Faculty Development, by Group Composition Source: Commonwealth Fund Survey of Ambulatory Pediatric Association Members, Percent of respondents

Figure 5. Maximum Annual Time Faculty Are Willing to Devote to Learning Developmental and Behavioral Pediatrics Percent of respondents Source: Commonwealth Fund Survey of Ambulatory Pediatric Association Members, 2004.